- I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
- With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
- I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
Long Term Learning Targets
Supporting Targets
- I can analyze a model essay for a strong conclusion, transitions, and a formal style.
- I can write an organized argument essay about Pygmalion.
Ongoing Assessment
- Pygmalion Essay Planner (from homework)
- Eliza Character Tracker
- Pygmalion essay draft
Agenda
Agenda | Teaching Notes |
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1. Opening A. Unpack Learning Targets/Review Homework (5 minutes) 2. Work Time A. Model Essay: Conclusion, Transitions, Formal Style (20 minutes) B. Begin Essay Writing (15 minutes) 3. Closing and Assessment A. "One Thing I Learned Is ..."/Review Learning Targets (5 minutes) 4. Homework A. Complete the Pygmalion essay goal-setting sheet. |
- Pygmalion Essay planner - Eliza Character Tracker - Reader's Notes - Model essay - Pygmalion text
- Set up the classroom as needed, considering computer use. - Prepare and post the Transitions anchor chart.
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Vocabulary
conclusion, transitions, however, formal style, impoverished
Materials
- Pygmalion (play; one per student
- Transitions anchor chart (new; teacher-created)
- Document camera
- Pygmalion Model Essay: Alfred Doolittle, Same As Ever (from Lesson 15)
- Model Essay: Transitions and Formal Style (for teacher reference)
- Pygmalion essay goal-setting sheet (one per student)
Opening
Opening |
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A. Unpack Learning Targets/Review Homework (5 minutes)
* "What is one thing I learned from my peer critique yesterday?" * "What is one thing I changed on my essay planner because of my peer critique?'
* "I can analyze a model essay for a strong conclusion, transitions, and a formal style." * "I can write an organized argument essay about Pygmalion."
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Work Time
Work Time | Meeting Students' Needs |
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A. Model Essay: Conclusion, Transitions, Formal Style (20 minutes)
- Claim: "Mr. Doolittle remains true to his own self in character, even while his clothes and appearance change considerably." - Restatement of reasons: "due to his desire to get rid of his own daughter and keep all his fortune to himself ..."
* "How does that answer sound to everyone else?"
* "As I skim through the text, the first transition word I see is in the introduction: however. However is a transition word that tells me, the reader, that an idea is coming up that is in contrast to the idea that I have been reading about. For example: 'I am cold; however, I did not put on a jacket.' I'm going to circle however in my text."
* "In Level 3, the rubric states that a 'formal style' includes two things. What two things are they?"
* "First, by skimming the paragraph, I can see right away that there aren't any emoticons or texting language--those are informal, and we're sticking with formal style here. Next, I can see that words and phrases like 'it is said' and 'impoverished' are used. These are very precise choices. They don't just say 'here's a quote' or 'Alfred Doolittle was poor.' The author finds the most precise, sophisticated word choice she can. Lastly, I see the word 'internally.' That's a domain-specific vocabulary word, meaning it's a word we use within a specific subject; we've been using it throughout the whole module as we study Pygmalion. Other domain-specific words are 'evidence' and 'claim,' for example."
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- By choosing a very small bank of transitions ahead of time (no more than three), teaching them formally, and requiring their use in the essay. You could also modify this bank for advanced learners with more sophisticated or challenging transitions. - By providing and defining some key formal phrases or vocabulary and requiring students to use them in their drafts. - By creating a visual analog of "formal" and "informal" by posting two pictures of formal and informal clothing. - By providing a cloze "frame" for the conclusion.
- Prompting them to look at their essay planner to remind them of their claim and/or the evidence they gathered. - Asking questions like: "How does that evidence support your claim?" or "How are those ideas connected?" - Reminding them of the resources available to help them. |
B. Begin Essay Writing (15 minutes)
- They should use the ideas and evidence in their planners to write their essay drafts. - They will turn in their drafts at the end of the next lesson. - They will have the opportunity to revise for conventions after they get their first draft back.
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Closing & Assessments
Closing |
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A. "One Thing I Learned Is ..."/Review Learning Targets (5 minutes)
* "What's one thing I have learned today about conclusions, transitions, or formal style?"
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Homework
Homework |
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